Found 38841 results for "Enabling Environments: Making Spaces ?year_based=2015?orderBy=Relevance?ArticleTypes/Name=News?page=1?pageSize=5?Tags/Name=Practice|Equipment & Resources|Funding"
Parental concerns and a lack of accessible facilities continue to prevent disabled children from playing inclusively, according to a new survey by the charity Kids.
Put books at the heart of your activities based on a favourite mythical creature, along with art and small-world play, as Helen Bromley suggests.
What is it that makes enclosed spaces so appealing to many children, and how can early years settings support them in this? Annette Rawstrone reports
For children to get the most out of their time outdoors, practitioners need to develop the right qualities for leadership, says Annie Davy.
Forest school expert Stuart Welby has been training practitioners looking to translate the practice to Chinese, city-based provision. So how did the experience play out for those involved?
The children are free to roam from shelter to shelter while enjoying the outdoors at England’s first ‘open air’ nursery, situated in south east London. Nicole Weinstein reports
A small outdoor area provides huge opportunities for play and learning at one pre-school that can draw on Forest School leadership. Michelle Shaw and Ruth Thompson describe how they created it.
Early years practitioners are themselves part of the provision in any setting. Anne O'Connor outlines their role in and responsibility in promoting learning.
Nothing beats being outdoors to experience weather but many resources can support learning about it, says Nicole Weinstein in the first of a two-part focus.
Throwing, catching, kicking and batting are essential physical skills with social pluses, says Lala Manners.