Found 29996 results for "Enabling Environments: Making Spaces ..?sort=recent?ArticleTypes/Name=Features|Other?page=1?pageSize=25"
Children gain an immense sense of achievement from creating something beautiful from a few simple sticks, says Julie Mountain.
What is meant by continuous provision, and what does it require of early years practitioners? Anne O'Connor explains the key elements.
Play involving hands and feet can help develop observation and thinking skills beyond simple recognition of size, shape and pattern. Marianne Sargent suggests some ideas.
In looking to ease the transition to nursery, settings can also find ways to engage with the children currently in their care. Alison Anderson shares her experience devising a programme with this goal...
The Forest Schools experience has brought many benefits to children at a setting in Scotland. AnnMarie Cunningham describes the process.
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.
From seeing the sky in puddles to finding the symmetry in faces, there are lots of ways to mirror all areas of the curriculum, say Carole Skinner, Fran Mosley and Sheila Ebbutt.
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.
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.
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...