Acorn Early Years Training runs courses on:
* Achieving the Early Learning Goals through play. This course is for all Foundation Stage practitioners, and explores how the different areas of play can facilitate learning in each goal, and how to track and record that learning.
* Introduction to child development. This course is for new practitioners or those returning to childcare. It explores the different areas of development, by looking at various influences and the adult role in supporting and stimulating development.
* Using the outdoors. This course for all childcare and Foundation Stage practitioners explores a variety of ways of using the outdoor area as a leaning tool to stimulate development, including ways of creating a sensory area outside by growing flowers and vegetables.
* Playwork training. This is a new series of day courses for people wanting to expand their knowledge and skills on topics such as 'But I'm not arty', 'Crafty play', 'Games and more games' and 'Drama'.
* There is also a 12-hour course, 'Making choices' and a ten-hour course, 'Take Five for play', as well as the CACHE Level 2 certificate in playwork.
Acorn also runs half-, one- and two-day staff development courses that encompass curriculum issues, on:
* An introduction to early years.
* An introduction to the Early Learning Goals.
* How children think and behave.
* Active learning in the Foundation Stage.
* Making the Early Learning Goals work. This is a half-day course on Knowledge and understanding of the world, Communication, language and literacy, Creative development, Personal, social and emotional development, Mathematical development, and Physical development.
* Teaching French to young learners.
BEAM Education provides mathematics education training across the Foundation Stage, with one-day courses on:
* Mathematics in the Foundation Stage.
* Playing with measures at the Foundation Stage.
* Mathematics in reception.
* Helping your Year 1 child in their transition from reception.
* Teaching and learning mathematics across the curriculum in the foundation courses.
* Mathematics outdoors.
Beam also runs a number of Key Stage 1 courses on:
* Raising achievement.
* Mathematics for low-attaining children.
* Mathematics for able children.
* Special needs.
* Using imagery to support mental mathematics.
* Problem solving and reasoning.
In addition to courses, about 40 Beam consultants plan and deliver in-service training for early years settings and Early Years Partnerships.
The format of the training is flexible, with all-day, half-day and evening sessions, as well as longer-term on-site support.
Children in Scotland runs courses on:
* Introduction to play therapy. This two-and-a-half day course introduces participants to play therapy, using theory, discussion and experiential work. It is designed for professionals interested in learning about therapeutic ways of working with children. The course covers the emotional function of play, the theory and application of play therapy, the creative solutions play can offer children experiencing difficulties, drama, insight into the child's world, and storytelling with children who have emotional problems.
* Therapeutic play with children with disabilities. This experiential workshop explores the difficulties that children with disabilities often have in playing, and looks at developing effective approaches to facilitating the play of disabled children. It will also provide an introduction to play therapy for children with disabilities, particularly in relation to the traumatic life events children with disabilities often experience. The programme explores why play is so important, how to facilitate play by exploring what children with disabilities need from childcare professionals, how to provide children with appropriate play opportunities, validation and security issues, and discussion, case studies and experiential work on boundaries and play techniques.
* Music in the early years. This one-day workshop in association with the National Youth Choir of Scotland includes an introduction to the Kodaly approach to music education, practical singing games, rhymes and music activities, and developing pulse, rhythm and pitch.
* Starting early. This is a programme of one-day arts training workshops for all those working in the early years sector. Using arts specialists, the training offers childcare workers the opportunity to develop practical skills, share best practice and explore new approaches and ways of working.
The programme may include storytelling, dance, musical noises, make your own radio programme, ice cube sculpture and ice lanterns, and magic monoprints.
Crechendo Training runs courses in London on:
* Curriculum planning workshop, on 12 September. This workshop gives achievable guidelines for nursery settings, as well as a holistic approach to planning a developmentally-appropriate curriculum.
* Effective communication and assertiveness workshop. This interactive workshop looks the different forms of communication and their effect on interpersonal relationships. Learning assertiveness techniques is helpful in dealing with challenging situations, both professionally and personally
* Early Learning Goals workshop, on 30 September. This day course examines the six areas of the Early Learning Goals. The transition from the Desirable Learning Outcomes is explored, and the teaching guidelines made clear. Practical support for individual institutions is given.
* Early maths workshop, on 10 October. This practical workshop incorporates designing a maths game for the nursery and ideas to make maths fun for children.
* Knowledge and understanding of the world, on 12 November. This course helps staff identify how best to support children in this area of learning through exciting opportunities, and how to resource and organise the environment to support child-initiated learning.
* Language and literacy workshop, on 28 November. This workshop explores how children develop their language and literacy skills, and suggests ways to develop these skills without using worksheets.
* Observation and assessment workshop, on 3 December. This course will help practitioners explore how observations and assessment help staff in their work, and identify how best to work with observation and assessment systems so they are manageable and useful.
Early Education is running seminars in London, on:
* Inclusive practice in a children's rights context, on 3 July.
* Early Education annual general meeting and seminar, on 8 November.
* Sounds like playing, on 11 November.
Early Education also runs seminars for local branches, on:
* Storysacks, in Hampshire on 5 July.
* Outdoor learning conference, in Gloucestershire on 12 July.
* Dance base, in Edinburgh and the Lothians on 4 September.
* Exercising muscles and minds, in the Wirrall on 23 September.
* Take a fesh look at learning, in Blackpool and the Fylde Coast, on 2 October.
* Identifying and helping pre-school children with movement difficulties, on 2 October.
* The Greater Outdoors, in London on 4 October.
* Inside out and upside down, in Hampshire on 7 October.
* Musical activities for young children, in Bolton on 8 October.
* Sensory motor integration, in Edinburgh on 6 November.
* Festive massage, in the Wirrall on 18 November.
* Crafts for celebrations, in Bolton on 3 December.
* The Sheena Johnstone Memorial Lecture on The Great Outdoors, in Edinburgh, on 4 December.
Early Education is also holding regional 80th anniversary conferences in:
* Scotland, on 6 September.
* Bristol, on 26 September.
* York, on 4 October.
High Scope UK and its Irish office runs:
* A one-day introductory course giving an overview of the High Scope approach and its guiding principles.
* A two-day course introducing the High Scope approach. Issues covered include active learning, the learning environment, daily routines and partnerships with parents.
* A pre-school curriculum implementation course for people working with children aged between two and six - whether in social services, education, private, community or voluntary settings - who wish to use the High Scope approach. It is delivered over a ten-month period to enable participants to introduce the approach gradually into their settings. Areas covered include the learning environment, the daily routine, assessment and adult/child interaction. At the end of the course, the trainer will carry out a site visit to support the implementation of High Scope in each setting.
* A curriculum implementation course for people working with babies and toddlers. This course is aimed at those working with children aged from birth to three years and lasts ten days over a period of ten months.
* Education through movement. This is a series of one-day workshops covering the development of music and movement with children.
* Conflict resolution workshop. This two-day course covers recognising conflict situations and teaching pre-school children important social skills.
* Cluster group training sessions. This is a chance to further extend knowledge and understanding of the High Scope approach.
* Trainer of trainers course. This is an intensive, in-service one-year course for experienced practitioners with a recognised qualification in early childhood care and education, or a related professional discipline.
It comprises seven weeks of participatory workshops delivered over nine months, plus a range of assignments.
* A Foundation Stage introductory course, in London, on 1 and 2 July.
The Institute of Education is running the following courses in London for early years staff:
* Early years conference 2003, on 7 July.
* Developing English language skills through bilingual rhymes, stories and resources, and promoting cultural diversity within a setting, on 9 July.
The first half of the course aims to develop the English language of pupils whose first language is not English, by valuing their cultural linguistic background. It also includes making resources to support story telling, rhymes or a particular teaching concept. The second part uses workshops to extend and raise awareness of the cultural linguistic diversity (based on Hinduism) within a setting.
* Developing learning skills through ICT in the early years, on 19 September. This course will help participants develop confidence in using a programmable toy, assess software for literacy and numeracy, and consider adventure software.
* Teaching in the Foundation Stage. This course is for teachers working in the Foundation Stage, but who are either not trained for this age group, or need time to reflect on and refresh their practice. It is also suitable for teachers planning to move to the nursery or reception class. Participants will gain knowledge and understanding of the Foundation Stage and how young children learn and develop, practical strategies and ideas to try out, and support in planning and assessment and record keeping.
* Newly-qualified primary teachers' induction course, in October. This course is modular, with sessions covering working with adults, music or art, mathematics, feedback for learning, PE, science and geography or history. Contact the Institute for more details.
* Developing an observation-based approach to assessment and curriculum planning in the Foundation Stage, on 7 October. Participants will develop their understanding of the importance of observation, practise making observations using video material, make assessments based on observations with reference to stepping stones and early learning goals, and consider how observation and assessment can inform medium- and short-term planning.
* Storyboxes: Through small world play to authorship in the Foundation Stage and Key Stage 1, on 14 October. To write imaginatively, children need to play imaginatively. Through their play, children construct stories of a complex and fascinating nature. This course offers ways to help the youngest children see themselves as authors, through the imaginative use of storyboxes.
* Meeting the needs of young bilingual children, on 15 October.
* Outdoor play in the early years, on 5 and 28 November. This course looks at why outdoor play is so important for children's all-round development, ways to plan and develop the outdoor area as a stimulating learning environment, the adult as active educator, and how to share our understanding with parents.
* Planning assessment and record keeping in the Foundation Stage, on 4 and 18 November and 2 December. This course offers support in developing an effective, manageable and child-centred system.
* The Reggio Emilia method, on 7 November.
* Book-based reading games, on 11 November. An opportunity to play and evaluate a wide variety of games, and relate them to the curriculum for literacy. The course includes a practical workshop.
* The role and responsibilities of the Foundation Stage co-ordinator, on 13 November. This course covers monitoring and evaluation strategies, and managing change.
* Quality interaction and the problem-solving approach to conflict with young children, on 18 November. Participants will engage in active learning situations, discuss their feelings and beliefs in small and large groups, observe video footage and reflect on current practice.
* Developing the Foundation Stage curriculum through play, on 18 November.
This course considers the role of play in learning (with reference to guidance from QCA) and how to plan to enable children to gain access to Foundation Stage curriculum through play.
* Monitoring and evaluating foundation stage practice, on 20 November. This is an interactive course for those responsible for leading, or working with early years teams. It will offer an opportunity to consider what is involved in monitoring and evaluating Foundation Stage Practice.
* Designing and making in the Foundation Stage. This course looks at how and what young children can learn through technology, and how to set up, organise and resource a workshop area.
* Communication, language and literacy in the early years, on 3 December.
The course examines underlying theory of language development and communication, and will give practical strategies and resource ideas to support children in the context of good early years practice.
* Art in the early years, in December, date to be confirmed. This course looks at the contemporary view of young children's artistic development, suggests how to set up, organise and resource a workshop area, ways of planning for art that foster cross-curricular learning and opportunities for practical creative experience.
* Science in the Foundation Stage, on 22 January 2004. This course looks at how to encourage young children to work in a scientific way. The emphasis will be on the processes of science that can be applied to any activity.
Participants will have the opportunity to explore scientific processes through an active investigation at their own level.
* The teaching and learning of literacy in the Foundation Stage and Key Stage 1, on 28 January, 4 and 11 February, 3, 10, 17, 24 and 31 March. By the end of the course, early years teachers will understand the literacy process, be able to monitor the child's developing literacy competence in all its complexity, be able to decide which records of assessment are most usefully kept at child, class and school levels, and design appropriate literacy experiences for their pupils, based on individual assessments.
Some tasks will be undertaken in the school setting, contributing towards a case study.
Kinderquest Support Services is running:
* Outdoor learning, on 4 July. When children are enthusiastic about and engaged in outdoor activity, they will extend their own learning in every aspect of development. This course enables participants to consider the importance of their own outdoor spaces and the local neighbourhood.
Learning Curve, in Barnoldswick, was set up in 2000 by a group of local colleges in Lancashire who were keen to make good quality distance learning material more widely available. It is now run as a separate education provider. A range of distance learning courses are offered, each of which has been written and developed by experts. Courses offered are:
* Childcare and education Level 2. This certificate course introduces students to key aspects of childcare and education, providing all the necessary underpinning theoretical knowledge for NVQ in Early Years Care and Education. Study topics include physical, social and emotional development, practical work, supporting intellectual and sensory development, observing children, language and communication skills, health and safety issues, working with parents, and caring for babies.
* Childcare and education Level 3. This course is for those who have already completed an introductory level training in this area or have substantial practical experience in a childcare setting. It provides the necessary underpinning knowledge for the NVQ Level 3 in Early Years Care and Education. Topics covered include intellectual and sensory development, physical, social and emotional development, practical work, managing children's behaviour, planning environments for children, working with parents and families, child protection, and curriculum planning.
Montessori Centre International holds seminars in London on Saturdays from 10am to 4pm, on:
* History in the Montessori classroom, on 5 July. This seminar explores strategies for making 'time and its language' more accessible to the nursery child, including presentation of the prehistoric timeline.
* Exploring children's literature, on 17 July. This seminar will look at a range of children's books to enrich a nursery's book corner, including poetry, fiction and reference books.
* Preparing for teaching practice, on 31 July.
* Preparing for written examinations, on 7 and 21 August.
In addition, the following international workshops will be held:
* Apparatus, on 4 to 15 August and 18 to 29 August.
* Infant toddler, on 4 to 15 August.
* Teaching English as an additional language, on 11 to16 August.
* Cultural, on 18 to 23 August.
* Creative, on 25 to 30 August.
* Primary/Advanced, on 4 to 30 August.
The National Centre for Language and Literacy at the University of Reading is holding courses and events in Reading, Berkshire, on:
* Extending reading through creativity in Key Stage 1, on 3 July.
* Organising the library for literacy, on 9 October. This course gives practical ways to develop primary school libraries into centres to support teaching and learning.
* Getting writing right, on 11 October. How to help young learners gain confidence as young authors, and a series of workshops on drama, poetry, book making and using the Internet.
* Non-fiction in years 3 and 4, on 14 October.
* Satisfactory story writing at Key Stage 1, on 17 October.
* Literacy through making books in the early years, on 21 October. This day will consider how simple fold-and-cut books can be used to introduce basic literacy concepts to children.
* Building neural pathways for success, on 24 October. A course investigating the optimum states of the body for receiving and assimilating information.
* Keeping up with children's books, on 4 November. This is an introduction to Literacy goes MADD, a resource that brings literacy alive through linking work with high-quality books to music, art, dance and drama.
* Supporting able readers at Key Stage 1, on 7 November. This course covers improving decoding, fluency and reading performance, improving comprehension and differential in mixed-ability settings.
* Help your child become a reader, on 12 November. This half-day course considers how parents and support staff can help children in the early stages of reading.
* The fundamentals of Brain Gym as an integrated learning resource, on 21 November. Brain Gym is a series of whole body movements that can be used by individuals or as a classroom activity. This course looks at aspects of the body-mind-heart connection and how teaching and learning can be enhanced through its use.
* Building blocks to reading, on 24 November. This course will explore strategies for laying the foundations for happy and successful reading, including greater confidence in choosing and using books, developing reading skills through play, plus more.
The Early Childhood Unit of the National Children's Bureau has taken over the National Early Years Network's training programme following the Network's dissolution earlier this year. It intends to continue its tradition of high-quality courses specifically for the early years sector.
The unit hopes to be able to offer a range of training soon, including:
* The Foundation Stage curriculum.
* Language development and communication.
* Outdoor play in the early years.
Courses can be customised to accommodate individual areas or settings.
The National Day Nurseries Association has a three-strand training programme to equip childcarers with the necessary skills and attributes, and provides supporting knowledge for those undertaking its Quality Counts accreditation scheme. It also runs courses on:
* Planning a developmental play-based curriculum for children from birth to two.
* Planning a developmental play-based curriculum for three- to five-year-olds.
* Creating a learning environment for children from birth to two.
* Creating a learning environment for three- to five-year-olds.
NIPPA: The Early Years Organisation, runs these courses in Northern Ireland:
* An introductory 20-hour course in play and care for young children, with hands-on experience of a variety of play materials.
* Promoting children's learning through adult and child interaction. This six-hour course aims to enhance early years workers' interaction with children.
* Observation and recording tools. This course is particularly suitable for early years professionals working with children aged three to five. It is also a preliminary to the NIPPA curriculum planning and evaluation course.
* Curriculum planning and evaluation. This course covers the development of short-, medium- and long-term plans, the use of observation notes to inform planning, and how resources can be collected and utilised to support children's learning.
* Developing children's creativity: Art and design. This 15-hour course combines practical ideas with knowledge of art principles, enabling practitioners to learn how to release the creative potential in every child.
* Practical workshops in developing the curriculum. A series of workshops lasting a total of 15 hours, covering knowledge and appreciation of the environment, science and technology, early maths, physical play, outdoor play environments and compiling play props and resources.
The Pre-School Learning Alliance runs courses and workshops on:
* Kick off: Working with Early Learning Goals. This course is most appropriate for people new to nursery education, funding and inspection.
* Storysacks. This workshop will give practical information on how to make storysacks, and the ways in which they can help literacy at home and in early years settings.
* Building strong foundations. These 12 six-hour workshops are designed to enable early years practitioners to achieve successful outcomes in the delivery of Foundation Stage education. They can be taken in a 'pick-n-mix' way, where individual workshops can be provided, as well as the whole series of 12.
The Riverside Early Years Training Centre has courses in Tyneside, on:
* Working towards the Early Learning Goals, on 25 September, 2, 9 and 16 October. This four-day course aims to familiarise staff with the planning and delivery of the Foundation Stage curriculum.
* Developing a creative learning environment, on 23 July. This half-day course is an opportunity to rethink the learning space in the light of children's needs and entitlements in the Foundation Stage, with practical ideas on minimising the indoor and outdoor learning environments.
* Co-operative games workshop. This half-day practical workshop looks at how co-operative games develop children's emotional well-being and social skills.
* Numeracy in nursery. This half-day course looks at a variety of contexts for mathematics, with practical suggestions.
* Children's early speech and language development. This half-day or one-day course covers how children's language develops, different methods of identifying problems, as well as strategies for promoting listening and attention skills.
* Making books. This half-day course explores ways of enabling children to present their ideas and stories in a way that is visible to others.
* How to screen and intervene. This half-day or one-day course looks at how to support communication development and developing skills in identifying children who have speech and language delay.
* Effective reception class practice. This day course looks at thinking from the Department for Education and Skills, Ofsted and the Qualifications Curriculum Authority (QCA).
* Here's one I made earlier. This course is a chance for playworkers to experience a variety of creative crafts to take back to their setting.
* English as an additional language.
The Scottish Independent Nurseries Association (SINA) is running courses on:
* A celebration of story, on 3 September.
* English in children from birth to three, on 4 September. This course is led by Professor Lesley Abbott.
* Creating a positive environment: Guidance on how to plan the early years curriculum, date to be announced.
* Motivation for the future, date to be announced.
The Visual Learning Foundation runs courses in London on:
* Art in the Foundation Stage and at Key Stage 1. This two-day course for teachers, nursery nurses and early years staff shows the developmental stages of children's art making and how they learn through art. It also suggests how to develop ideas and skills when working in 3D.
* Planning and implementing a scheme of work for the national curriculum for art and design at Key Stages 1 and 2. This is a two-day course for co-ordinators of art and design at primary schools, many of whom are also nursery teachers. It examines issues such as planning a unit of work, an introduction to assessing art and design, and examining the QCA scheme. The second day is practical.
The Wales Pre-school Playgroups Association runs courses on:
* What children learn in playgroup. This eight-part course is for parents and playgroup workers with little or no training.
* The CACHE Level 3 Diploma in Playgroup Practice, which provides underpinning knowledge and understanding for NVQs in childcare and education at Levels 2 and 3.
* Planning for learning. This 20-part course is for people who have completed the Diploma in Playgroup Practice or equivalent. It aims to improve practice in early years groups and to enable students to plan a developmentally-appropriate curriculum.
Topics include how children learn, observation and assessment, planning a balanced short-, medium- and long-term curriculum, and taking account of the six areas of learning.
* Introduction to children's play. This course comprises 12,two-hour sessions a week, and is aimed at new playgroup staff and parents. It looks at a range of aspects, including physical play, communicating with children, books and stories, food and cooking, music, songs and rhymes, imaginative play and child-centred creativity.
* Managing behaviour. This eight-part course aims to enable participants to work effectively with children in a playgroup setting and to encourage positive behaviour. Topics include how rules, routines and the environment affect children's behaviour, children and choice, reward and punishment, managing unwanted behaviour, and promoting acceptable behaviour.
* Playing together. This six-part course aims to promote good practice in the integration and inclusion of children who have special needs in a pre-school setting. It explores the benefits of integrated play for all children, as well as giving advice and support for best practice in the setting.
