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The Characteristics of Effective Learning (CoEL), part 3: Active learning
In part 3 of this series, Helen Moylett focuses on how motivation and mindset underpin active learning
In part 3 of this series, Helen Moylett focuses on how motivation and mindset underpin active learning
In this final part of his series on learning behaviours, Jan Dubiel explores how early years practitioners should approach the Characteristics of Effective Learning
What are the key features of a good early years curriculum? By Verity Campbell-Barr, Katherine Evans, Jan Georgeson and Sasha Tregenza
Beach School sessions allow for the same ‘awe and wonder’ for children and exploration experience as in Forest School– but with added drama. By Annette Rawstrone
Today we are exploring things which roll, says Lucy Turner, producer for the Early Years and Families programme at The Whitworth arts gallery
The drive to net zero includes educating children on climate change and sustainability. Dr Diane Boyd has written Sustainability Matters in Early Childhood, a new resource designed to help settings do just that
Mysterious pawprints and explorations with a wildlife camera became the launchpad for a much deeper...
What can other early years settings learn from the approach of one setting that has developed a...
In the second part of his series exploring the revised Development Matters guidance, Dr Julian...
Kicking off a new series exploring the revised Development Matters guidance, Dr Julian Grenier looks...
N Family Club recently revised its curriculum to one that is both based on the EYFS and incorporates...
How the ‘Responding to Process’ approach focuses on recognising and supporting cognitive and...
Thinking and talking about curriculum in early childhood education involves recognising, valuing and building on children’s knowledge, explains Professor Elizabeth Wood
In the first part of her article on early years curriculum, Professor Elizabeth Wood explains why a broader approach is needed
Activating the intrinsic motivation of children, rather than using artificial means of persuasion such as stickers, will make them keen learners, says Professor Tina Bruce
How can loose-parts theory inform the way we provide resources and play and learning opportunities for the children in our settings, asks Ben Kingston-Hughes
How Grove House Nursery School and Children’s Centre in Southall is encouraging children and staff to ‘think about thinking’. By Jo Dabir-Alai
The deepening of children’s thinking and learning at one setting in west London is examined by Jo Dabir-Alai in part one of this three-part series
Hackney, London £31,716 - £33,204
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England Up to £32,000
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Southwark, London (Greater) £24,315.00-£25,838.00 per year