Found 38456 results for "Enabling Environments: Making Spaces ...?type=Feature?year_based=2008?page=1?pageSize=25?Tags/Name=Community|Families?orderBy=Relevance?ArticleTypes/Name=News"
See how early years settings can make the children's environment something they will learn from Within a Reggio school the environment is regarded as 'the third teacher', conveying messages and...
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.
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...
The evolution of a magical garden shared with the community is described by Mary Weston, programme manager at Little London Children's Centre in Leeds.
What is the difference between a print-rich environment and visual noise? Emma Davis argues for meaning, and against the laminator
Boys were encouraged to discover new ways to play, learn and practise independence outdoors in a project described by Julie Mountain.
In the first of a new series on running a Forest School programme, Sarah Blackwell identifies priorities in locating and using the land.
Think about what children can learn from using paint through the way your setting's provision is organised and what experiences are offered to them, says Jane Drake.
Outdoor provision for the early years is set to grow and flourish thanks to funding distributed through local authorities. Annie Davy reports.
Stimulate the senses, stretch children's skills and extend provision for special needs by developing a sensory garden, as one nursery shows Viv Hampshire how they did it.