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Supporting the maths development of two-year-olds is an important task, Judith Dancer explains
Early years practitioners need to see learning – particularly in mathematics – not as abstract and ‘disembodied’ but as inherently concrete and ‘embodied’. Dr Jennifer S Thom explains why
High-quality CPD should continue to be a priority under the revised EYFS, and this means using training that is evidence-based and long-lasting, finds Annette Rawstrone
New research is challenging our understanding of repeated patterns of action, or schemas. Dr Cath Arnold, consultant at the Pen Green Centre, looks at how we can refine our approach.
A website providing a voice forchildren and young people in Wales has been redesigned, with an official relaunch by Jane Davidson, minister for education and lifelong learning. Funky Dragon, the...
It might be a little quieter in your setting this month, with children and staff away on summer breaks. Make the most of the extra space by thinking about how it could be rearranged or resourced to...
In the final part of her series on observation to support wellbeing, Dr Sue Allingham focuses on developing the Specific Areas of Learning
WINNER: Wendy Whittaker-Large, Networks for Knowledge, Northwich, Cheshire
Some essential principles should guide conversations with children, says Julie Fisher in part four of her series on adult roles in early learning.