Found 33119 results for "Enabling Environments: Making Spaces ?year_based=2010?ArticleTypes/Name=Knowledge Bank|Opinion?orderBy=Relevance?page=1?pageSize=3?Tags/Name=Provision|Child Development|Families"
What is meant by continuous provision, and what does it require of early years practitioners? Anne O'Connor explains the key elements.
Anne O'Connor offers advice on creating a cloakroom space that avoids the jams which can occur when helping children get dressed to go out.
Foster independence and encourage name recognition with this simple routine. Resources
The environment we provide for children should meet their needs to a point where they can direct their own play and learning, says Anne O'Connor.
In providing resources for playful learning we need to remember the process in which they will be used, not just the outcome at the end, says Anne O'Connor.
Floor play areas are an essential and sometimes overlooked context for learning, says Elizabeth Jarman, in the second of a series looking at the kinds of spaces that nurseries need to provide for...
When it comes to assessing your book corner for two-year-olds, take a look at it through children's eyes and provide a feelgood experience, advises Anne O'Connor.
Developing a neglected area into a garden enabling free-flow access to the outdoors has transformed the under-twos' day at one nursery, as Ruth Thomson hears.
Children often want their own small corners where they feel safe and secure. How best can settings cater for this need?
Anne O'Connor offers advice on creating a baby room that promotes physical activity, fosters exploration and supports rest in surroundings with familiar, special adults always at hand.