Found 40486 results for "?type=Analysis?year_based=2013?pageSize=10?orderBy=PublishedDate?Tags/Name=Families|A Unique Child|Practice"
How should the 'areas of need' in the Special Education Needs and Disability Code of Practice be considered in relation to the prime areas of learning? Kay Mathieson explains.
Reviewing record-keeping processes with special educational needs in mind can help practitioners better support all children, says Dr Kay Mathieson.
Discussing shared experiences with a key carer is a valuable way for a child to build their speech skills, says Anne O'Connor
Early years practitioners need to know how to deal with a child who has diabetes, says Jody Blake, information manager at Wellchild.
In the first of a new series, Public Health England explains its drive to cut sugar consumption
Disorders in physical co-ordination could be avoided by early years practitioners giving children simple exercises, as Mary Evans reports.
Children may remain emotionally affected long after an accident. Annette Rawstrone hears how.
By Mary Dickins, early years consultant (All Together Consultancy and London Metropolitan University)
Supervision discussions are an important and useful contributor to high-quality provision, but there is a lack of clarity in the sector about what they should involve. Dr Kay Mathieson offers...
How does a family deal with having an autistic child? Hilary Hawkes offers reassuring advice.