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Understanding both physical and psychological environments is key when creating areas for two-year-olds. Julia Manning-Morton explains how settings' management of this impacts on children's...
Let's not risk boring spaces By Bernard Spiegal, principle of Playlink No negligence claims have been lodged against local authorities for inducing boredom in children, limiting their imaginations, or...
Julie Mountain continues her series on Newham’s Outdoors and Active programme by looking at its approach to open spaces, surfaces and level changes, climbing, large objects and storage
Here are some ideas to show how a nursery can build up a wealth of resources to help children to learn, appreciate and have fun with the largest land animal, from Jean Evans.
Are you a mud-lover, a mug-hugger or somewhere in between? Annie Davy explains why being an early years practitioner today is an outdoor job.
The Forest Schools experience has brought many benefits to children at a setting in Scotland. AnnMarie Cunningham describes the process.
Early years settings' work with families can take a new dimension when everybody gets outdoors together, says Annie Davy, early years advisor at Learning through Landscapes.
In the second of a two-part series on developing fine motor control, Nicole Weinstein looks at resources for children aged three to five years.
As with the other age groups, the developmental needs and interests of the child provided the starting points for planning the room for two-year-olds.
School and nursery children took the principles of Forest School to the water, with an added environmental message, in ecological sustainability activities beside the seaside.